TY - JOUR
T1 - Academic nonpersistence among Latina/o college students
T2 - Examining cultural and social factors
AU - Heredia, Dagoberto
AU - Piña-Watson, Brandy
AU - Castillo, Linda G.
AU - Ojeda, Lizette
AU - Cano, Miguel Ángel
N1 - Publisher Copyright:
© 2017 National Association of Diversity Officers in Higher Education.
PY - 2018/6
Y1 - 2018/6
N2 - The present study examined behavioral and attitudinal domains of acculturation (e.g., adoption of White host culture norms) and enculturation (e.g., maintenance of traditional Latina/o norms), as well as the mediating role of intragroup marginalization (e.g., teasing from family members for not being Latina/o enough) and perceptions of the university environment, to test a culturally relevant understanding of academic nonpersistence attitudes among 129 Latina/o college students. Path analysis results indicated that individuals who practiced traditional Latina/o behaviors reported less teasing from family members for not being Latina/o enough, whereas individuals who had difficulty accepting traditional Latina/o values reported more teasing. Students who reported more teasing reported less confidence in their decision to attend and graduate from their university, whereas those who reported more positive perceptions of the university environment reported more confidence in their decision to further their education. Further, the relationship between nonpersistence and practicing traditional Latina/o behaviors was mediated, or explained, by the students' experience of being teased. Essentially, Latina/o students who expressed traditional Latina/o behaviors reported less teasing and in turn reported more confidence in their decision to attend and graduate from their university. These findings suggest that persisting Latina/o college students benefit from practicing traditional Latina/o behaviors and experiencing less teasing from family members for not being Latina/o enough. Implications for counselors, educators, and university administration are discussed.
AB - The present study examined behavioral and attitudinal domains of acculturation (e.g., adoption of White host culture norms) and enculturation (e.g., maintenance of traditional Latina/o norms), as well as the mediating role of intragroup marginalization (e.g., teasing from family members for not being Latina/o enough) and perceptions of the university environment, to test a culturally relevant understanding of academic nonpersistence attitudes among 129 Latina/o college students. Path analysis results indicated that individuals who practiced traditional Latina/o behaviors reported less teasing from family members for not being Latina/o enough, whereas individuals who had difficulty accepting traditional Latina/o values reported more teasing. Students who reported more teasing reported less confidence in their decision to attend and graduate from their university, whereas those who reported more positive perceptions of the university environment reported more confidence in their decision to further their education. Further, the relationship between nonpersistence and practicing traditional Latina/o behaviors was mediated, or explained, by the students' experience of being teased. Essentially, Latina/o students who expressed traditional Latina/o behaviors reported less teasing and in turn reported more confidence in their decision to attend and graduate from their university. These findings suggest that persisting Latina/o college students benefit from practicing traditional Latina/o behaviors and experiencing less teasing from family members for not being Latina/o enough. Implications for counselors, educators, and university administration are discussed.
KW - Academic nonpersistence
KW - Acculturation
KW - Latina/o college students
KW - Marginalization
KW - University environment
UR - http://www.scopus.com/inward/record.url?scp=84994338868&partnerID=8YFLogxK
U2 - 10.1037/dhe0000041
DO - 10.1037/dhe0000041
M3 - Article
AN - SCOPUS:84994338868
SN - 1938-8926
VL - 11
SP - 192
EP - 200
JO - Journal of Diversity in Higher Education
JF - Journal of Diversity in Higher Education
IS - 2
ER -